Silk
The following sample schedule is flexible, activities can be done on other/additional days.
To get more specifics on the activities and find background information and complete
instructions read the full curriculum.
Day One:
 The Story of Silk: Worms in Tea & Mulberry Trees
 That’s a Lot of Worms!
 Silk Printing
 Foam Stamps: Basics & Furoshiki Project
Day Two:







The Secret of Sericulture
How Many Silkworms Does It Take?
Strong Threads, Strong Teeth, Strong Fish
Silk Development in China
A Secret Out to the World
The Princess and the Stolen Cocoons or How the Secret of Silk Was Revealed
Scroll Quickly
Day Three:




Monks: Thieves in Flight
Silk Today
Stencil Screen Printing: Carved Rubber Blocks T-Shirt Project
Potato Printing Variation
Day Four:
 Fabric Art with Stencils
 Mylar Stencils Project
 Modern Silk Screen Printing Begins
 Begin Planning & Creating Individual Screen-printing Projects/Speak UP! &
Listen (Step One: finding inspiration & planning their images)
Day Five:
 Screen Printing Art/Speak UP! & Listen
 Meshed Histories: The Influence of Screen Printing On Social Movements
1
Standards:
Kindergarten:




















7.2.1 Categorize objects or images of objects as living or non-living according to their
characteristics.
7.2.2 Use the senses to investigate and describe an object.
7.9.1 Observe, identify, and compare the properties of various objects such as color, shape, and
size.
K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.
K.G.3. Identify objects and shapes as two-dimensional (lying in a plane, “flat”) or threedimensional (“solid”).
K.MD.2. Directly compare two objects with a measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and describe the difference.
K.G.5. Model shapes and objects in the world by building shapes from components and drawing
shapes.
K.CC.5. Count to answer “how many?” questions.
K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group, e.g., by using matching and counting strategies.
K.MD.3. a) Classify objects into given categories; [Limit category counts to be less than or equal
to 10.]
o b) count the numbers of objects in each category
o c) sort the categories by count.
7.3.2 Record information about the care, feeding, and maintenance of a living thing.
7.9.1 Observe, identify, and compare the properties of various objects such as color, shape, and
size.
RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
W.K.2. Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some
information about the topic.
RI.K.5. Identify the front cover, back cover, and title page of a book.
RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the
ideas or information in a text.
RI.K.9. With prompting and support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or procedures).
K.2.03 Distinguish between needs and wants.
K.1.03 Recognize contributions of different cultures around the world.
7.T/E.1 Explain how simple tools are used to extend the senses, make life easier, and solve
everyday problems.
2














7.T/E.2 Invent designs for simple products.
7.T/E.3 Use tools to measure materials and construct simple products.
K.5.02 Understand the place of historical events in the context of past, present, and future.
o a. Recognize that change occurs over time.
K.6.01 Recognize the impact of individual and group decisions on citizens and communities.
o a. Describe how individuals meet their needs and wants through different means.
o b. Know that individuals make decisions that impact their lives, families and
communities.
o e. Explain the consequences of an individual's decisions and actions.
K.6.02 Understand how groups can impact change at the local, state, national, and world levels.
o a. Recognize individuals have a space or develop an understanding of space and spatial
relationships.
o b. Understand that cooperation is necessary when working within large and small
groups to complete tasks.
o c. Work independently and cooperatively to accomplish goals.
o d. Describe how groups are made up of people who work, play, or learn together and
share common interests.
2.2.1 Experience examples of these principles of design: balance, variety, rhythm and
proportion.
2.1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
2.1.2 Describe examples of lines, shapes, colors, textures, form, and space.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Create and explain artwork using developmentally appropriate subject matter.
6.1.1 Explore connections between visual art and other arts disciplines as guided by the teacher.
1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a
safe manner.
4.2.2 Recognize and identify that culture, history and art influence one another.
4.2.1 Discuss how culture, history, and art influence each other – past and present.
1st Grade:

7.4.1 Observe, describe, and record the life cycle of a particular animal.
3
















7.4.2 Match pictures of parents and related offspring by identifying common characteristics.
7.3.2 Describe what specific organisms need in order to grow and remain healthy.
1.1.03 c. Retell stories from diversely selected folktales, myths, and legends.
SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
7.T/E.1 Explain how simple tools are used to extend the senses, make life easier, and solve
everyday problems.
7.T/E.2 Invent designs for simple products.
1.MD.1. Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
1.G.2. Compose two-dimensional shapes or three-dimensional shapes to create a composite
shape
7.T/E.3 Use tools to measure materials and construct simple products.
1.1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious,
and socioeconomic groups to the development of civilizations.
1.2.02 Give examples of how individuals, businesses and governments operate in a market
economy.
o a. Recognize that goods and services are exchanged worldwide.
1.5.02 Understand the place of historical events in the context of past, present, and future
o a. Distinguish between the past, present, and future.
1.6.01 Understand the impact of individual and group decisions on citizens and communities.
o Work independently and cooperatively to accomplish goals.
o Recognize individuals have responsibilities to the group whether as a leader or as a
member.
o Recognize the importance of individuals and families as part of neighborhoods.
1.6.02 Recognize how groups can impact change at the local, state, national and world levels.
o Describe the unique features of one's nuclear and extended families.
o Give examples of the tension between the wants and needs of individuals, and groups,
and concepts such as fairness, equity and justice.
o Recognize that cooperation is necessary in working with a group to complete a task.
2.1.1 Name and describe examples of lines, shapes, colors, textures, value, form, and space.
2.1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
4







o and mixing applications of various techniques.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Create and explain artwork using developmentally appropriate subject matter.
6.1.1 Explore connections between visual art and other arts disciplines as guided by the teacher.
1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a
safe manner.
2.2.1 Experience examples of these principles of design: balance, variety, rhythm and
proportion.
4.2.2 Recognize and identify that culture, history and art influence one another.
4.2.1 Discuss how culture, history, and art influence each other – past and present.
2nd Grade:













7.2.2 Investigate living things found in different places and ways that plants and animals
(including humans) depend on each other.
7.2.3 Use a flow chart that demonstrates how plants, animals, and their environment interact to
provide basic life requirements.
7.3.1 Describe the habitat of a particular organism based on its food, water, and air
requirements.
7.4.2 Sequence a collection of pictures or illustrations into the correct stages of an organism’s
life cycle.
7.5.2 Infer the characteristics needed by an organism to survive in a particular environment.
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3. Describe how characters in a story respond to major events and challenges.
RL.2.9. Compare and contrast two or more versions of the same story by different authors.
2.2.01 Describe how society depends upon workers with specialized jobs and the ways in which
they contribute to the production and exchange of goods and services.
2.2.02 Recognize that communities around the world are economically interdependent.
2.5.02 Understand the place of historical events in the context of past, present, and future.
o a. Describe the order of events by using designation of time periods such as ancient
times and modern times.
o b. Use vocabulary related to chronology, including past, present and future.
o c. Describe and measure calendar time by days, weeks, months, and years.
o d. Comprehend that physical and human characteristics of communities change over
time.
2.2.03 Understand fundamental economic concepts.
o b. Understand the necessity of importing resources needed for industry, ex. silkworm
eggs & mulberry trees
2.6.02 Understand how groups can cause change at the local, state national and world levels.
5
o















a. Identify and describe ways family, groups, and community influence an individual's
daily life and personal choices.
o b. Recognize individuals have a role in each group in which they participate.
2.6.01 Recognize the impact of individual and group decisions on citizens and communities.
o a. Describe how groups work independently and cooperatively to accomplish goals
within a community.
o b. Recognize individuals can belong to groups but still have their own identity.
o c. Know how people share and give opinions in a group.
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
2.G.1. Recognize and create shapes having specified attributes.
2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
2.MD.2. Measure the length of an object twice, using length units of different lengths for the
two measurements; describe how the two measurements relate to the size of the unit chosen.
2.MD.9. Generate measurement data by
o a) measuring lengths of several objects to the nearest whole unit,
o b) making repeated measurements of the same object.
2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4. Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
2.1.1 Name and describe examples of lines, shapes, colors, textures, value, form, and space.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Create and explain artwork using developmentally appropriate subject matter.
2.1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
6.2.2 Compare and contrast connections between visual art and other standards based
disciplines as guided by the teacher.
1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a
safe manner.
2.2.1 Experience examples of these principles of design: balance, variety, rhythm and
proportion.
6


4.2.2 Recognize and identify that culture, history and art influence one another.
4.2.1 Discuss how culture, history, and art influence each other – past and present.
3rd Grade:

















7.4.1 Sequence diagrams that illustrate various stages in the development of an organism.
7.4.3 Differentiate among the stages in the life cycle of an organism.
7.4.2 Create a timeline to depict the changes that occur during an organism’s life cycle.
SPI 7.4.1 Select an illustration that shows how an organism changes as it develops.
SPI 7.5.1 Investigate an organism’s characteristics and evaluate how these features enable it or
do not enable it to survive in a particular environment.
7.5.4 Determine how changes in an environmental variable can affect plants and animals of an
area.
7.9.1 Describe a substance in terms of its physical properties.
3.MD.2. a) Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l).
3.MD.2. a) Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l).
3.MD.4. a) Generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch.
3.MD.5. Recognize area as an attribute of plane figures and understand concepts of area
measurement. Ex. A square with side length 1 unit, called “a unit square,” is said to have “one
square unit” of area, and can be used to measure area. A plane figure which can be covered
without gaps or overlaps by n unit squares is said to have an area of n square units."
3.MD.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
3.MD.7. Relate area to the operations of multiplication and addition.
o a) Find the area of a rectangle with whole-number side lengths by tiling it, and show
that the area is the same as would be found by multiplying the side lengths.
o b) Multiply side lengths to find areas of rectangles with whole-number side lengths in
the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.
3.MD.8. Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths
RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the
text.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
3.2.02 Give examples of fundamental economic concepts.
o a. Identify examples of private and public goods and services.
7












o b. Identify examples of scarcity.
o c. Explain how supply and demand affects the price of a good or service.
o d. Distinguish between imports and exports.
3.6.01 Recognize the impact of individual and group decisions on citizens and communities.
o Give examples of conflict, cooperation and interdependence among individuals, groups,
and nations; ex. protest movements.
o Examine the relationships and conflict between personal wants and needs and various
global concerns, such as use of imported oil, land use, money, and environmental
protection.
o Give examples of economic, social, or political changes that result from individual or
group decisions, or changes that groups have desired to bring about.
3.6.02 Understand how groups can impact change at the local, state, and national level.
o Identify examples of actions individuals and groups can take to improve the community.
4.2.1 Discuss how culture, history, and art influence each other – past and present.
2.2.1 Create artwork using the elements of art with specific intent.
2.1.1 Name and describe examples of lines, shapes, colors, textures, value, form, and space.
2.1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Create and explain artwork using developmentally appropriate subject matter.
6.2.2 Compare and contrast connections between visual art and other standards based
disciplines as guided by the teacher.
1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a
safe manner.
2.2.1 Experience examples of these principles of design: balance, variety, rhythm and
proportion.
4.2.2 Recognize and identify that culture, history and art influence one another.
4th Grade:

7.5.1 Determine how a physical or behavioral adaptation can enhance or lessen chances of an
organism’s survival.
8














7.5.5 Analyze the common causes of extinction and explain how human actions sometimes
affect a species, ex. result in the organism’s extinction, dependency, or endangerment.
7.5.2 Infer the possible reasons why a species became endangered, dependent, or extinct.
7.7.2 Analyze how different earth materials and resources are utilized to solve human problems
or improve the quality of life.
7.9.1 Choose an appropriate tool for measuring a specific physical property of matter.
4.MD.1.
o a) Know relative sizes of measurement units within one system of units including km,
m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.
o b) Within a single system of measurement, express measurements in a larger unit in
terms of a smaller unit.
4.MD.2. Use the four operations to solve word problems involving:
o b) intervals of time,
o c) liquid volumes,
o d) masses of objects,
o h) problems that require expressing measurements given in a larger unit in terms of a
smaller unit.
4.G.3.
o a) Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded along the line into matching parts.
o b) Identify line-symmetric figures
o c) Create line-symmetrical objects.
7.11.1 Describe the position of an object relative to fixed reference points.
RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature
from different cultures.
4.1.03 Recognize the contributions of individuals and people of various ethnic, racial, religious,
and socioeconomic groups to the development of civilizations.
4.1.02 Discuss cultures and human patterns of places and regions of the world.
o a. Explore similarities and differences in how groups, societies, and cultures address
similar human needs and concerns.
o b. Compare how people from different cultures think about and handle their physical
environments and social conditions.
4.2.03 Understand fundamental economic concepts.
o a. Explain and demonstrate the role of money in daily life.
o b. Describe the relationship of price to supply and demand
o c. Use economic concepts such as supply, demand, and price to help explain events.
4.4.03 b. Identify examples of rights and responsibilities of citizens.
o c. Explain action citizens take to influence public policy decisions.
4.4.04 Recognize the qualities of a contributing citizen in our participatory democracy.
9
o











a. Identify and practice selected forms of civic discussion and participation consistent
with the ideals of citizens in a democratic republic.
4.2.3 Debate how culture, history, and art influence each other – past and present.
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
Utilize correct vocabulary to describe techniques of making art.
1.2.1 Execute a variety of media in the intended manner as modeled by the teacher.
2.2.1 Create artwork using the elements of art with specific intent.
2.1.1 Name and describe examples of lines, shapes, colors, textures, value, form, and space.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Create and explain artwork using developmentally appropriate subject matter.
6.2.2 Compare and contrast connections between visual art and other standards based
disciplines as guided by the teacher.
1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a
safe manner.
2.2.1 Incorporate these principles of design: balance, variety, rhythm and proportion.
5th Grade:







7.1.2 Compare and contrast basic structures and functions of animal organs.
7.2.3 Use information about the impact of human actions on the environment and animal
species to support a simple hypothesis, make a prediction, or draw a conclusion.
7.2.3 Create a simple model illustrating the interspecific relationships within an ecosystem, ex.
human and silkworm.
7.2.1 Evaluate producer/consumer, predator/prey, and parasite/host relationships, ex. With
humans and silkworms who would be predator and who prey?
RL.5.7. Analyze how visual elements contribute to the meaning, tone, or beauty of a text (e.g.,
folktale, myth, poem).
5.MD.1.
o a) Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m),
o b) Use these conversions in solving multi-step, real world problems.
5.05 Discuss how various groups address problems throughout American history.
10














5.2.04 Understand the patterns and results of international trade.
5.1.02 Discuss cultures and human patterns of places and regions of the world.
5.1.01 Understand the diversity of human cultures.
5.2.03 Understand fundamental economic concepts.
o a. Explain how supply and demand affects perceived value, production, and
consumption.
5.4.01
o a. Describe important individual rights including freedom of speech, and press and the
rights to assemble and petition the government.
o c. Identify and compare leadership qualities of national leaders, past and present.
o d. Recognize that a variety of formal and informal actors influence and shape public
policy.
5.4.03 Understand the rights, responsibilities, and privileges of citizens living in a democratic
republic.
o a. Identify examples of rights and responsibilities of citizens.
o b. Examine the influence of public opinion on personal decision-making and government
policy on public issues.
o c. Explain how public policies and citizen behaviors may or may not reflect the stated
ideals of a democratic republican form of government.
o e. Identify key ideals of the United States' democratic republican form of government
such as individual human dignity, liberty, justice, equality, and the rule of law, and
discuss their application in specific situations.
4.2.3 Debate how culture, history, and art influence each other – past and present.
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
1.2.1 Execute a variety of media in the intended manner as modeled by the teacher.
2.2 Create artwork using the elements of art with specific intent.
2.1.1 Name and describe examples of lines, shapes, colors, textures, value, form, and space.
3.1.3 Select and apply subject matter, symbols, and ideas in the student’s own art.
3.2.1 Create and explain artwork using developmentally appropriate subject matter.
6.2.2 Compare and contrast connections between visual art and other standards based
disciplines as guided by the teacher.
11



1.1.3 Demonstrate a precision in and explore the use of teacher selected tools and media in a
safe manner.
2.2.1 Incorporate these principles of design: balance, variety, rhythm and proportion.
4.1.3 Evaluate teacher-selected artwork from historical and contemporary cultures, times, and
places.
6th Grade:












7.2.4 Identify the environmental conditions and interdependencies among organisms found in
specific environments.
7.2.1 Classify organisms as producers, consumers, scavengers, or decomposers according to
their role.
7.2.2 Create a graphic organizer that illustrates how biotic (living, ex. silkworms) and abiotic
(non-living, ex. smells) elements of an environment interact.
7.2.1 Compare and contrast different methods used by organisms to obtain nutrition.
RI.6.7. Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.9. Compare and contrast one author’s presentation of events with that of another.
6.5.08 Understand the place of historical events in the context of past, present, and future.
6.3.04 c. Explain why places have specific physical and human characteristics in different parts of
the world.
6.1.01 Understand the nature and complexity of culture.
o a. Define the basic components of culture.
o b. Identify how communities reflect the cultural background of their inhabitants.
o c. Compare how cultures differ in their use of similar environments and resources.
o d. Analyze how human migration and cultural activities influence the character of a
place.
6.4.03 Identify how cooperation and conflict among people influence the division and control
resources, rights, and privileges, ex. goods restricted to a particular privileged class.
o a. Identify natural resources that are necessary to the survival of a civilization.
o b. Differentiate between rights and privileges of the individual, ex. was wearing silk a
right, or a privilege? Does it make a difference when you are discussing different people,
or was it the same for everyone?
o c. Consider how cooperation and conflict affects the dissemination of resources, rights
and privileges.
6.1.03 Appreciate the relationship between physical environments and culture.
o a. Identify characteristics of a physical environment that contribute to the growth and
development of a culture, ex. the zone where a particular species of moth lives and eats
the leaves of a particular tree affected an entire culture.
6.1.05 Understand the role that diverse cultures and historical experiences had on the
development of the world.
12
o













a. Explain and give examples of how language, literature, the arts, architecture, other
artifacts, traditions, beliefs, values, and behaviors contribute to the development and
transmission of culture.
o b. Define cultural diffusion.
o c. Compare different ways in which cultural diffusion takes place.
1.1.2 Develop and demonstrate control of different types of media, techniques, and processes.
1.1.3 Select appropriate media, techniques, and processes to create intended meaning and
desired effect in a work of art.
2.1.3 Apply the elements of art and principles of design.
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
2.2.3 Choose and execute, successfully, a solution to a specific visual art assignment.
1.3.1 Recognize how ideas are communicated through the use of media, techniques,
technologies, and processes.
1.3.2 Explore how ideas are communicated through the use of media, techniques, and
processes.
1.3.3 Consider and communicate a specific idea through the appropriate use of media,
techniques, and processes.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
4.2.3 Deliberate on the role of artists throughout history and cultures.
3.2.3 Apply contexts, values, and aesthetics used to communicate intended meanings in
artworks.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
5.3.3 Deliberate on the similarities among and differences between one’s artwork and the
artwork of others.
7th Grade:



7.1.6 Describe the function of different organ systems of an organism.
7.1.7 Explain how different organ systems interact to enable complex multicellular organisms to
survive.
7.1.8 Apply the idea of the division of labor to explain why living things are organized into cells,
tissues, organs, and organ systems.
13
















7.1.3 Explain the basic functions of a major organ system.
7.4.1 Classify methods of reproduction as sexual or asexual.
7.7.7 Analyze and evaluate the impact of man’s use of earth’s resources.
7.2.02 Understand global economic connections, conflicts, and interdependence.
o a. Recognize that resources, goods, and services are exchanged worldwide.
o c. Explain the economic impact of improved communication and transportation.
o d. Appraise the relationship among scarcity of resources, economic development, and
international conflict.
7.4.02 Understand how cooperation and conflict among people influence the division and
control of resources, rights, and privileges.
7.1.01 d. Analyze the role of cultural diffusion and interactions among Earth's human systems in
the ongoing development of Earth's cultural landscapes.
7.6.01 Understand the impact of individual and group decisions on citizens and communities.
o a. Recognize that individuals can belong to groups but still retain their own identity.
o b. Know how people share and give opinions in a group.
o e. Examine issues involving the rights, roles, and status of the individual in relation to
the general welfare in various regions of the world.
7.6.02 Understand how groups can effect and/or attempt to effect change at local, regional, and
global levels.
7.3.08 Understand how human activities impact and modify the physical environment.
7.1.03 Appreciate the relationship between physical environments and culture.
o a. Identify characteristics of a physical environment that contribute to the growth and
development of a culture.
7.2.03 Understand the changes that occur in the nature, use, distribution, and importance of
resources.
o e. Analyze issues related to the location, availability, use, distribution, and trade of
natural resources.
7.2.02 Understand global economic connections, conflicts, and interdependence.
o a. Recognize that resources, goods, and services are exchanged worldwide.
o b. Explain the interactions between domestic and global economic systems.
o c. Explain the economic impact of improved communication and transportation.
o d. Appraise the relationship among scarcity of resources, economic development, and
international conflict.
1.1.2 Develop and demonstrate control of different types of media, techniques, and processes.
1.1.3 Select appropriate media, techniques, and processes to create intended meaning and
desired effect in a work of art.
2.1.3 Apply the elements of art and principles of design.
1.3 Demonstrate developmentally-appropriate proficiency in a variety of techniques:
o cutting, pasting, assemblage,
o mixing color,
14









o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
2.2.3 Choose and execute, successfully, a solution to a specific visual art assignment.
1.3.1 Recognize how ideas are communicated through the use of media, techniques,
technologies, and processes.
1.3.2 Explore how ideas are communicated through the use of media, techniques, and
processes.
1.3.3 Consider and communicate a specific idea through the appropriate use of media,
techniques, and processes.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
4.2.3 Deliberate on the role of artists throughout history and cultures.
3.2.3 Apply contexts, values, and aesthetics used to communicate intended meanings in
artworks.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
5.3.3 Deliberate on the similarities among and differences between one’s artwork and the
artwork of others.
8th Grade:









7.5.3 Compare, contrast, and predict the ability of an organism to survive under different
environmental conditions.
7.5.5 Identify the major factors responsible for reducing the amount of global biodiversity.
7.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations
are likely or unlikely to survive in a particular environment.
7.5.3 Analyze data on levels of variation within a population to make predictions about a specific
organism’s ability to survive under particular environmental conditions.
7.5.4 Identify several reasons for the importance of maintaining the earth’s biodiversity.
RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths and/or traditional stories.
8.2.01 Understand fundamental economic concepts and their application to a variety of
economic systems.
5.06 Understand the place of historical events in the context of past, present and future.
8.4.04 Discuss how cooperation and conflict among people influence the division and control of
resources, rights, and privileges.
o a. Differentiate between rights and privileges of the individual.
15
o










b. Consider how cooperation and conflict affect the dissemination of resources, rights,
and privileges.
o c. Explain conditions, actions, and motivations that contribute to conflict and
cooperation within and among states, regions and nations.
8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic
society.
o a. Define the differences between the individual and the state.
o b. Identify and give examples of the rights and responsibilities of citizens.
o c. Describe the importance of individual rights, such as free speech and press, in a
democratic society.
8.3.03 Recognize the interaction between human and physical systems.
o b. Explain how environmental factors influenced the way of life of various peoples and
cultures.
8.2.02 b. Apply economic concepts to evaluate historic and contemporary developments.
8.2.03 b. Analyze how supply and demand, and change in technologies impact the cost for goods
and services.
8.6.01 Recognize the impact of individual and group decisions on citizens and communities.
o a. Examine persistent issues involving the rights, roles, and status of the individual in
relation to the general welfare.
8.6.02 Understand how groups can impact change at the local, state national and world levels.
o a. Identify and analyze examples of tension between expression of individuality and
group or institutional efforts to promote social conformity.
o c. Apply knowledge of how groups and institutions work to meet individual needs and
promote the common good.
1.1.2 Develop and demonstrate control of different types of media, techniques, and processes,
ex.
o cutting, pasting, assemblage,
o mixing color,
o contouring,
o working with form,
o mark-making techniques,
o working with color theory,
o color schemes,
o printmaking,
o and mixing applications of various techniques.
1.1.3 Select appropriate media, techniques, and processes to create intended meaning and
desired effect in a work of art.
2.1.3 Apply the elements of art and principles of design.
2.2.3 Choose and execute, successfully, a solution to a specific visual art assignment.
16








1.3.1 Recognize how ideas are communicated through the use of media, techniques,
technologies, and processes.
1.3.2 Explore how ideas are communicated through the use of media, techniques, and
processes.
1.3.3 Consider and communicate a specific idea through the appropriate use of media,
techniques, and processes.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
4.2.3 Deliberate on the role of artists throughout history and cultures.
3.2.3 Apply contexts, values, and aesthetics used to communicate intended meanings in
artworks.
4.4.2 Analyze how cultural factors of time and place influence the meaning of artworks.
5.3.3 Deliberate on the similarities among and differences between one’s artwork and the
artwork of others.
High School













0.5.2 Recognize the relationship between form and function in living things.
G-MG.1. Use geometric shapes, their measures, and their properties to describe objects (e.g.,
modeling a tree trunk or a human torso as a cylinder).
G-MG.3. Apply geometric methods to solve design problems (e.g., designing an object or
structure to satisfy physical constraints or minimize cost; working with typographic grid systems
based on ratios).
0.5.3 Recognize the relationships among environmental change, genetic variation, natural
selection, and the emergence of a new species.
0.5.4 Describe the relationship between the amount of biodiversity and the ability of a
population to adapt to a changing environment.
0.2.4 Determine how various types of human activities affect organisms and the environment.
0.2.5 Make inferences about how a specific environmental change can affect the amount of
biodiversity.
0.2.6 Predict how a specific environmental change may lead to the extinction of a particular
species.
0.2.7 Analyze factors responsible for the changes associated with biological succession.
0.5.1 Compare and contrast the structural, functional, and behavioral adaptations of animals.
6.5.3 Describe how reproductive and geographic isolation affect speciation (the evolutionary
formation of new biological species).
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over
the course of the text, including how they interact and build on one another to provide a
complex analysis; provide an objective summary of the text.
17

















4.2. Recognize the elasticity and restrictions of the First Amendment of the United States
Constitution and the potential for civil disobedience and protest in society.
10.4 Investigate the impact of political and civil turmoil on American attitudes and identify the
social and cultural impact of various protest movements throughout U.S. History.
10.1.2 Describe characteristics of physical environments that contribute to the growth and
development of cultures.
10.1.3 Understand the role that diverse cultures and historical experiences had on the
development of the world.
10.2.1 Explain the major components of and reasons for world trade.
4.1.1 Recognize how historical and contemporary works of art reflect and influence societies
and cultures.
4.1.2 Compare the characteristics of historical and contemporary works of art and how they
reflect and influence societies and cultures.
4.2.1 Examine the functions and explore the meaning of specific works of art within varied
cultures, times, and places.
3.1.2 Choose and apply subject matter and symbols to communicate an idea.
2.1.4 Create works that use the elements of art and the principles of design
1.1.1 Employ different types of media, techniques, and processes used to create various art
forms.
1.1.3 Refine skills in the use of media, techniques, and processes to create art forms in a specific
medium.
1.3.1 Recognize the relationship between various media, techniques, and processes, and their
effects when used to communicate specific ideas in a work of art.
1.3.4 Create a work of art using appropriate media, techniques, and processes to communicate
specific idea and discuss the effects of each on the communication process.
3.4.4 Create a series of work based on personal subjects, symbols, and ideas.
3.3.4 Design and use subject matter, symbols, and ideas that communicate meaning in a work of
art.
3.3.3 Choose and apply subject matter, symbols, and ideas to communicate meaning in a work
of art.
Vocabulary:
Kindergarten
 Author
 Beginning
 Classify
 Compare
 Drawing
 Ending






Globe
Honesty
Human
Illustrator
Rules
Respect






Community
Leader
Job
Animal
Change
Collect
18
 Color
 Growth
 Observe
 Parts
 Senses
 Shape
st
1 Grade:
 Adult
 Balance
 Character
 Classify
 Continent
 Country
 Culture
 Environment
 Even
 Future
 Illustrate
nd
2 Grade:
 Folktale
 Symmetry
 Organism
 Offspring
 Habitat
 Depend
 Compare
 Contrast
 Privilege
 Qualifications
 Authority
 Conflict
 Custom

rd
3 Grade:
 Agriculture
 Area
 Borders
 Capacity
 Cause






Size
Tools
Location
Needs
Picture book
Poem






Read
Retell
Story
Title
Wants
Word











Insect
Investigate
Lifecycle
Living/non-living
Location
Measure
Measurement
Past
Patriotic
Plant
Predict









Present
Property
Responsibilities
Rights
Ruler
Sequence
Setting
Texture
Values













Decision
Government
Goods
Economy
Consumer
Producer
Events
History
Natural Resources
Transform
Similarities
Differences
Investigate













Observation
Dimensions
Parent
Transformations
Meter/centimeter
Inch
Folktale
Fables
Nonfiction
Discussion
Main Idea
Message
Predicting





Character
Conclusion
Dependent
Distribute
Division





Economy
Effect
Endangered
Exports
Fact
19
 Factor
 Global
 Heredity
 Imports
 Industry
 Liquid Measures
 Manufacturing
 Money (change, etc.)
 Natural Resources
 Opinion
th
4 Grade:
 Accuracy
 Ancient Civilizations
 Audience
 Author’s purpose
 Behavioral
Adaptation
 Compare
 Composite
 Consumer
 Contrast
 Convert
 Drawing Conclusions
 Expansion
5th Grade:
 Boycott
 Civil Rights
 Comparative
 Edge
 Historian
 Human Rights
 Implied
 Inequality
 Inherited Traits
 Irregular
th
6 Grade:
 Mythology
 Ancient










Organization
Ounce
Parallel
Perpendicular
Physical Change
Predator
Prey
Primary Source
Product
Rural









Scarcity
Setting
Status
Summarize
Supporting Details
Symmetry
Threatened
Thriving
Tools




















Pattern
Physical Adaptation
Physical Change
Prediction
Producer
Relationship
Reproduction
Scale
Square unit
Supply and demand
Trade routes


Exploration
Fable
Food Web
Genre
Herbivore
Making inferences
Measures
Merchant
Metamorphosis
(complete/incomplet
e)
Missions
Outline










Justify
Main Ideas
Model
Narrative
Oral History
Parasite
Parasitism
Point of view
Prompt
Protest








Region
Solution
Source
Surface area
Symbiosis
Theme
View
Visual Image


Civilizations
Empire


Monarchy
Anthropology
20
 Cultural Diffusion
 Interdependence
 Class
 Technology
 Bias
 Cause and Effect
 Control
 Criteria
 Constraints
th
7 Grade:
 Acceleration
 Asexual reproduction
 Climax
 Enterprise
 Function
 Impact
 Inferences
 Interaction with texts
th
8 Grade:
 Adjacent
 Alternate
 Biodiversity
 Class
 Coherent Order
 Commerce
 Composition
 Elaboration
 Element
High School:
 Elements of plot
 Coherence
 Audience
 Protagonist
 Antagonist
 Figurative language
 Paraphrase
 Themes (recurring)
 Personal
 Archetype









Protocol
Variables
Similarity
Sample
Ratio
Rate
Random
Dependent
Base








Stressed
Unstressed
Sequential Order
Point of View
Relevant
Imagery
Genre
Employ








Juncture
Nuance
Organ systems
Paraphrase
Phenomenon
Physical Processes
Property
Proportional







Relationships
Sexual reproduction
Spatial
Speed
Tissue
Trait
Viewpoints









Exchange
Facilitator
Function
Horizontal
Human Impact
Insurrection
Interdependence
International
Line of best fit








Neutral
Order
Relative
Sensory Detail
Social Norms
Species
Variation
Vertical










Elements of Design
Incongruity
Reasoning
Style
Complement
Range
Properties
Bisect
Construction
Monopoly







Monetary
Socioeconomic
Consumerism
Incentives
Innovation
Interest
Independent and
dependent events
Evolution
Balanced


21





Profit
Commodity
Distribution
Diversity
Indigenous





Utilization
Conformity
Implied
Propaganda
Stereotyping



Counterculture
Inequities
Innovate
22
Silk Supplies:
Day One:







Silk top
Raw silk
Silk cocoons
Silk worm life cycle poster
Silk worm cocoons
Life cycle photos
Printing by Hand: A Modern
Guide to Printing with
Handmade Stamps, Stencils,
and Silkscreens
 Natural colored linen
 6”x9” foam sheets with
adhesive backing, note:










younger students may need
pre-cut adhesive shapes
7”x11” acrylic mount
Full size towels
Newsprint or kraft paper
Soft lead pencils
Bone folders/tracing sticks,
ex. large popsicle craft sticks
Scissors
Plastic spoons
Paper or plastic cups
Paper plates or palettes
4” foam brayer/roller
Day Two:
 Red Butterfly: How a Princess




Smuggled the Secret of Silk Out
of China by Deborah Noye
Newspaper to cover desks
Butcher paper, one large sheet
per student
Resources such as the book
First 1,000 Words in Chinese for
examples of the Chinese
alphabet
Computer with Internet access
(optional)
 Examples of Chinese symbols
and characters
 Black paint (tempera or
watercolor paint)
 Calligraphy brushes, one per
student (or substitute
watercolor or tempera
paintbrushes)
 White construction paper, 2
sheets per student
 Colored construction paper
Day Three:
 Off-white or white T-shirts
 T-shirt scraps, for test
printing
 6”x8” rubber carving blocks
 8 oz containers blockprinting fabric ink
 Newsprint or kraft paper




Soft-lead pencils
Bone folder/craft sticks
Utility knives
Self-healing cutting
mats/work surfaces
 carving tools with multiple
attachments
23




12”rulers
4” foam brayer/rollers
Plastic spoons
Paper or plastic cups




Paper plates/palettes
Iron
Potatoes
Carving tools
Day Four:
 18”x24” sheets of 5ml tinted
Mylar
 Oil based Spray paint or other
appropriate paint
 Self-healing cutting mats
 Hole punch tool with
attachments
 Rubber mallets
 Repositionable spray adhesive
 Latex gloves (to protect hands
from paint while repositioning
the stencil)
 Masking Tape
 Protective masks (if using spray
mount)
 Transparent Tape
 Scissors
 Water-soluble fabric markers
 Newspaper or drop cloths
 Newsprint paper
 Paper Towels
 Nail polish remover
 Paper
 Pencils
 Colored Pencils/Crayons
 Rulers
Day Five:
 Sheets of 10”x14” off-white
printmaking paper for
practice
 Plain t-shirts or fabric for
final products
 Silk screen frames
 Water-based screen printing
inks
 Full-size towels
 Newsprint paper
 2”-wide masking tape






Soft-lead pencils
Screen drawing fluid
Screen filler
Silk screen retarder
1/8” paintbrush
Squeegee with 10” (or wider)
blade, for screen filler
 Scrapers
 Plastic spoons
 Paper or plastic cups
24